Earticle

이 연구는 홀리스틱 교육에서 강조하는 패러다임의 전환과 관련하여 창의성 측정방법을 검토해 보고자 한다. 창의성의 측정을 자기보고식 창의성 측정 혹은 능력검사 측정을 통해 창의성이 평가되는 데, 각각의 자기보고식 창의성 측정과 창의적 능력검사와의 방법에서 차이가 있는지를 검증하는 것이다. 여기에 사용된 데이터는 한국청소년개발연구원의 2010의 데이터로 총 7313명의 자료를 사용하였다. 청소년의 핵심역량을 측정하는 문항에서 창의적 요소를 추출하였다. 핵심역량의 구성요소는 개방성, 탐구성, 객관성, 체계성, 비판적 사고(해석, 추론, 평가, 분석, 설명) 등이 있으며 이 중 개방성, 탐구성은 자기보고식 창의성 측정 검사로 측정하였고, 비판적 사고는 능력검사로 측정하였다. 즉 자기보고식 창의성 측정 검사요소와 능력검사의 요소로 측정하였고, 이 연구에서는 이중 창의적 요소와 관련된 개방성, 탐구성, 비판적 사고를 추출하여 창의성 측정결과로 활용하였다. 연구결과는 자기보고식 창의성 측정 문항인 개방성, 탐구성과 능력검사인 비판적 사고에 유의한 차이가 있었다. 이는 창의성의 자기보고식 검사와 능력검사 간에 차이가 있는지 보여주며 평가도구에 대한 고찰이 필요하다.

The starting point for all psychometric measures of creativity was the divergent thinking tests developed by Guilford. As to time passed, multiple variable were identified for creative measure. This article explores a number of key issues with regard to the measurement of creativity. As to the several approaches to measure types of creativity, either self-rating of creativity or ability of creativity. This research concentrate measurement isuues that are same or differ for creativity measurements methods. The objective of this study is analysis of the difference between the measurement of creativity. One critical issue examined in this study is whether self-reports, ability test of creativity are similar or differ. For this study used data from a total of 7313 people(middle or high school students). We used the survey of a core competency levels, collected in 2010, from the National Youth Policy Institute. But originally, only to measure core competencies in the original data, we extracted the creative elements. In this study, the openness and critical thinking related to the creative elements of the sub-elements of the core competencies of creativity was used as the measurement result. Data was analyzed by the methods of correlation or t-test using SPSS 21.0 program. The results as follows. First, differents methods are differents results for creativity measurements. Seconds All measuremnts methods are related to creativity.

미래의 지식기반 사회에서 요구되는 가장 중요한 핵심역량은 창의성이다. 본 연구는 청소년의 불량식품 문제해결을 위한 창의적 능력 함양 식생활교육 프로그램을 개발하기 위해 실시되었다. 개 발된 프로그램은 2016년 3월 23일부터 6월 15일까지 경북지역 중학생 17명을 대상으로 방과 후 동아리활동으로 실시되었다. 본 프로그램은 불량식품과 퓨전요리, 식품첨가물과 빵 만들기, HACCP 탐구, 장보기와 창작요리, 불량식품 속 미생물 탐색, 스토리텔링 등의 총 7차시 22시간 으로 구성되었고, 지역사회와 연계하여 문제해결학습, 협동학습, 미생물 실험, 융합교육 등이 시도 되었다. 교육효과는 SPSS 23을 이용하여 평균과 표준편차를 구하였으며, ANOVA, Duncan test를 실시하였다. 프로그램 평가결과는 다음과 같다. 협동적 인성에 가장 도움을 많이 주는 것으 로 인식되었고(4.37 ±1.13), 불량식품관리 역량(4.31±1.20), 식습관 개선(4.21±1.09), 문제해결 역량(4.20±1.27), 조리 역량(4.18±1.26) 순으로 도움을 준 것으로 평가되었다. 창의적 능력의 전체평균은 3.86±0.57점으로 교육 후 유의적으로 증가하였고(p<0.001), 지식, 민감성, 융통성, 유창성, 정교성의 각 영역에서도 유의적으로 증가하였다(p<0.01). 따라서 본 프로그램은 청소년의 식생활교육 및 창의적 능력 함양을 목적으로 창의적 체험활동, 자유학기제 등의 프로그램으로 유용 하게 활용될 수 있을 것이다.

Creativity is the most important core competency required in a future global knowledge - based society. The purpose of this study was to develop a creative ability training program to solve the problem of adulterated food in adolescents. The program consisted of 22 hours in total 7 courses including adulterated food and fusion food, food additives and making bread, exploring HACCP, purchasing food and creative cooking, microbiological experiment, and storytelling. It was applied to 17 middle school students during their after school club activity from March to June, 2016. The results are as follows. The program activities were the most helpful for cooperative personality(4.37 ±1.13), followed by adulterated food management capacity(4.31±1.20), eating habit improvement(4.21±1.09), problem solving ability(4.20±1.27) and cooking capacity(4.18±1.26). The creative abilities measured in the areas of knowledge, sensitivity, flexibility, fluency, and elaboration were significantly increased after training(p <0.01). Therefore, this program which is an experience-oriented dietary education, linked with the community and food safety is excellent program to cultivate creative ability of adolescents. So it is useful program as creative experiential activity and free school term.

The present study aimed at examining the effects of the application of a creative practical arts education program on children's academic achievement and creativity. The research result can be interpreted in two ways. First, high creativity does not necessarily result in high academic achievement. That is, to enhance academic achievement, children need concentrative and repetitive learning in addition to creative thinking power. Second, the traditional examination questions are mainly to assess students' memory. Even if classes are developed in the direction of improving children's creativity, examination questions advantageous to students who are good at memory work will hinder the development of creativity. Accordingly, schools need to set examination questions with the intention of enhancing students' creativity. Based no the result, this study makes the following suggestions.First, teachers must be given opportunities of field training for developing students' creativity. Second, there must be experimental research on the effects of creative problem-solving class models related to other units in practical arts to improve the effects of learning by applying the models.Third, this study proposed a creative problem-solving class model as a class model for developing children's creativity through practical arts education. However, it is necessary to develop a class model that reflects the characteristics of practical arts education so that the model can develop children's advanced thinking power including basic functional skills, senses of future direction and creative ability, which are suggested as the objectives of practical arts education.

목적: 본 연구는 에스테틱 기기 관리 수업에서 사례 기반 학습(Case-Based Learning, CBL)을 경험한 학습자의 메타인지와 창의 적 문제해결력 간 관련성을 분석하고, 성찰 기록을 통해 실무 역량 형성 과정을 탐색하고자 하였다. 방법: 혼합 연구로 설계하여, 양 적 연구에서는 메타인지와 창의적 문제 해결력 하위 요인 간 상관관계를 검증하였고, 질적 분석에서는 성찰 기록에 대한 주제 분석을 실시하였다. 결과: 메타인지의 계획·조절과 모니터링은 창의적 문제 해결력과 유의한 정적 상관을 보였으나, 평가는 유의하지 않았다. 질적 분석에서는 ‘피부반응 기반 미세조절’과 ‘피부관리 장비 적용 숙련’이 핵심 주제로 도출되었으며, 실습 과정에서 전략을 즉각 수정하는 행위 중 성찰이 수행의 질에 중요한 역할을 함을 확인되었다. 결론: 에스테틱 실무 교육에서 메타인지는 실시간 상황 판단과 전략 조정을 가능하게 하는 성찰적 실천 과정으로 작동하며, 향후에는 비구조화된 사례 상황을 반영한 성찰 기반 수업 설계가 요구된다.

Purpose: This study examines the relationship between metacognition and creative problem-solving ability among learners engaged in case-based learning in an esthetic device management course. Additionally, it explores how practical competency processes develop through analysis of learners’ reflective records. Methods: A mixed-methods design was employed, integrating quantitative and qualitative approaches. Quantitative analysis assessed the correlations between metacognition and creative problem-solving ability, whereas the qualitative process used thematic analysis of learners’ reflective records. Results: The planning–regulation and monitoring components of metacognition was positively associated with creative problem-solving ability, whereas the evaluation component was not. The qualitative analysis identified two core themes: skin reaction–based micro-adjustment and proficiency in the application of skincare devices. These indicate that reflection-in-action, characterized by immediate strategy modification during practice, plays a critical role in enhancing the quality of task performance. Conclusion: In esthetic education, metacognition functions as a reflective practice that enables real-time situational judgment and strategic adjustment. These findings suggest the need to strengthen reflection-based instructional designs that incorporate ill-structured case situations in future curricula.

目的: 探讨在美学设备管理课程中，采用案例式学习方法的学习者元认知与创造性问题解决能力之间的关系。此 外，本研究还通过分析学习者的反思记录，探索其实践能力的发展过程。方法: 本研究采用混合方法设计，整合 了定量和定性方法。定量分析评估了元认知与创造性问题解决能力之间的相关性，而定性分析则采用主题分析 法分析学习者的反思记录。结果: 元认知中的计划-调节和监控成分与创造性问题解决能力呈正相关，而评估成 分则不然。定性分析确定了两个核心主题：基于皮肤反应的微调和护肤设备应用的熟练程度。这些结果表明， 以实践过程中即时调整策略为特征的行动中反思，在提升任务表现质量方面发挥着关键作用。结论: 在美学教育 中，元认知作为一种反思性实践，能够帮助学生进行实时情境判断和策略调整。这些发现表明，未来的课程需 要加强以反思为基础的教学设计，并纳入非结构化案例情境。

본 연구에서는 한국대학생의 확산적 사고력과 창의적인 성향, 창의적 산물 및 창의적 효능감에서의 남녀차이를 실증적으로 검증하고자 하였다. 이를 위하여 234명의 대학생을 대상으로 창의적 수행과 관련된 여러 종류의 창의성검사를 실시하고 집단 간 차이를 분석하였다. 그 결과, 창의성의 인지적 능력에 관한 확산적 사고력검사의 융통성 차원에서 여학생의 점수가 높았다. 반면 창의성의 정의적 특성에 관한 창의적 성향과 인성, 창의적 효능감에서는 남학생의 점수가 더 높았다. 창의적 영역에서의 활동과 지식에 대한 측정에서는 여학생이 미술 영역에서, 남학생은 발명영역에서의 점수가 더 높았다. 그러나 실제적인 창의적 성취와 관련한 창의적 산물평가(발명 및 미술)에서는 두 집단의 유의한 차이가 나타나지 않았다. 종합하면, 창의적인 능력과 관련한 실제의 수행성과나 확산적 사고력의 경우 남녀학생 간 유의한 차이가 없거나 여학생의 점수가 더 높은 경향이 있음에도 창의적인 성향이나 창의적 능력에 대한 자신감을 나타내는 자기보고검사에서는 오히려 남학생의 점수가 유의하게 높았다. 한국대학생의 창의적 수행능력과 성취에 대한 자기인식의 남녀 차이를 바탕으로 본 연구의 제한점과 시사점을 제시하였다.

This paper examines gender differences in creative thinking ability and creative disposition, creative products and creative self-efficacy. 234 subjects of college students performs target creative tests associated with the different types of creativity and analyzes the differences between the groups. Based on the analysis, the female group shows higher score than the male group in the aspect of flexibility that is a sub-dimension of creativity and cognitive abilities, but the male group has higher scores in the creativity affective characteristic and the creative self-efficacy. On the activity and knowledge test of the creative domain, the female group has higher scores in the area of the art but the male group shows higher scores in the area of the invention. Interestingly, the two groups do not show any significant difference in the real creative achievement related to the creative product assessments. Although the female group tends to score no less capacity than the male group in the divergent thinking ability and the actual product/performance related to the creative ability, in summary, the analysis indicates that the male group is significantly higher for creative disposition and creativity self-reported tests. The study performs a stepwise multiple linear regression on the creative efficacy to investigate the gender difference on the self-efficacy of creative performance and creative achievement for the students in South Korea. The result of multiple regression analyses demonstrates three common variables to predict creative self-efficacy: creative thinking style, interesting/observation, creative activities related to art. The analysis shows the gender differences, in that in addition to those three variables the male group considers the creative personality in but the female group considers the creative activities related to science and the creative product. In other words, the female group judges the creative ability on the basis of more elements and considers the actual result of the experience and knowledge rather than its personality characteristics. To develop creative talents and creativity, it is required to promote a variety of programs and educational efforts for both male and female students. In particular, it is necessary to extend the access opportunity of the science-related activities and experiences for enhancing the self-efficacy of female students.

The purpose of this study is to identify the structural relationship between creative ability, entrepreneurship, self-efficacy, and career preparation behavior in food & culinary arts students. For collecting the data, this study distributed 400 questionnaires to food service majors from March 24, 2019 to March 31, 2019. Total of 400 questionnaires were returned and the researcher removed 79 questionnaires that could not be used statistically (same answers, omission of questions/answers). As a result, total of 322 questionnaires were used for an empirical analysis. In this study, SPSS 18.0 Package and AMOS 18.0 were used for analyzing the statistics. The study results were as follows. First, the result for hypothesis 1 on “Creative ability would have positive (+) influence on entrepreneurship” was adopted. Second, the result for hypothesis 2 on “Creative ability would have positive (+) influence on self-efficacy” was adopted. Third, the result for hypothesis 3 on “Creative ability would have positive (+) influence on career preparation behavior” was rejected. Fourth, the result for hypothesis 4 on “Entrepreneurship would have positive (+) influence on career preparation behavior” was rejected. Fifth, the result for hypothesis 5 on “Self-efficacy would have positive (+) influence on career preparation behavior” was adopted. The results made academic contribution on generalization of social cognitive career theory and career development theory while suggesting practical implications on education and career for food service majors.

Paper-folding is an educational activity to enhance a creativity of children because a paper-folding game is to create various 2D or 3D shapes by folding a plane square paper with both hands. However, since previous paper-folding games provide folding designs as books, children may need a guidance of a teacher or may degrade interest. In addition, existing computer-based games have simple interfaces with one or two fingers and thus they are difficult to have direct influence on children's physical development and creativity enhancement. In this paper, we propose a computer-based paper-folding game which children fold a real paper with two hands and a computer with a camera gives various feedback. The proposed game is developed based on the CAI concept and contains elements of the Keller's ARCS theory.

The purpose of this study was to examine the effects of small inquiry method on space perception ability and creative personality. Testees of this research are 36 elementary pre-service teachers taking an astronomical observation class. Doing inquiry activity after 36 elementary pre-service teachers are classified into 6 Jigsaw small inquiry. Learning activity was split into two groups, expert group and a population. To find out research outcome, pre-test was executed space perception ability test, creative personality test. Analysis of test result was accomplished with statistical package SPSS 18.0 paired t testing hypothesis. The results of this study are as follows. First, 'source of season change' class using Jigsaw small inquiry method has effect on space perception ability improvement. This was interpreted that space perception ability improvement was effective because characteristic of Jigsaw small inquiry is made up of lots of semin Second, 'source of season change' class using Jigsaw small inquiry method has no effect on creative personality. This was interpreted that experiment and discussion activity getting accomplished in a short time has no effect on qualitative characterizing Creative Personality improvement.

본 연구는 사회진출을 앞둔 대학생들에게 필수적인 도덕적 정체성, 대인관계 능력, 창의적 자기효능감 등의 핵심역량을 향상하기 위한 대학생 그룹코칭 프로그램을 개발하여 그 효과를 검증하고자 하였다. 이를 위해 코칭 핵심기법을 적용하고 그룹간 상호토론 및 코칭을 통하여 참가자 스스로 자발적인 변화와 각성을 일으킬 수 있도록 코칭 프로그램을 기획하였고 코칭 전문가들의 의견과 예비프로그램에 참여한 대학생들로부터 받은 평가서를 바탕으로 프로그램의 전체 구성과 시간, 회기별 활동 내용, 진행 상황 등을 종합하여 총 14회기 그룹코칭 프로그램을 개발하였다. 전남지역 대학의 대학생을 대상으로 개발한 프로그램을 시행한 결과 대학생의 도덕적 정체성(사람의 행동을 안내하는 안정된 개인의 특성), 대인관계 역량(의사소통, 신뢰감, 친근감 등), 창의적 자기효능감(창의적 성과를 만들 수 있다는 자신의 능력에 대한 신념)이 향상되는 효과가 있는 것으로 확인하였다. 향후 직장인을 대상으로 한 프로그램의 효과성 확인, 본 연구에서 제시한 필수역량 이외의 다양한 변수들에 대한 효과성 검증 등을 통해 프로그램을 보완한다면 확장성을 가지고 활용될 것이라고 기대한다.

The purpose of this study was to verify the effectiveness of group coaching program for the college student to improve core competencies such as moral identity, interpersonal skills, and creative self-efficacy that are essential for college students who are about to enter society. To this end, a coaching program was planned to allow participants to voluntarily change and awaken through intergroup discussions and coaching. Based on coaching experts' opinions and evaluations from college students who participated in the preliminary program, a group coaching program with a total of 14 sessions was developed. The program developed for university students in Jeollanam-do Province confirmed that the moral identity of university students (stable individual characteristics that guide people's behavior), interpersonal skills (communication, trust, friendliness, etc.), and creative self-efficacy (belief in their ability to produce creative results) were improved. It is expected that the program will be utilized with expandability if it is supplemented by verifying the effectiveness of the program for office workers and the effectiveness of various variables other than the essential competencies suggested in this study.

이 연구의 목적은 초등예비교사에게 메이커 교육을 도입한 프로젝트 학습으로 자기주도적 학습능력 및 창 의적 인성에 미치는 효과를 알아보는 것이다. 본 연구는 2019년 3월부터 4월까지 8주간의 실험처 치 기간을 설정하였으며, 연구에 참여한 학생들은 B 교육대학교 2학년 1학기에 재학 중이고 ‘과학과 교재 연구 1’ 강좌를 수강하는 심화과정 3개 반 75명의 초 등예비교사를 대상으로 연구집단을 구성하였다. 연구집단의 실험처치는 메이커 교육으로 창의적인 산출물을 만들어 내는 과정의 수업이 이루어졌다. 모 둠별로 창의적인 산출물을 만들기 위해 주제를 설정하 였으며, 주 도구인 3D펜으로 작업을 하였고 리사이클 재료를 활용하였다. 창의적인 산출물이 완성되면 모둠 별로 실물을 제시하면서 발표를 하였다. 연구의 결과는 다음과 같다. 첫째, 초등예비교사의 프로젝트 학습은 자기주도적 학습능력에 미치는 효과가 있었다. 둘째, 초등예비교사의 프로젝트 학습은 창의적 인 성에 미치는 효과가 있었다. 셋째, 초등예비교사는 프로젝트 학습에 대해 흥미 를 느끼며 인식에 긍정적인 반응을 보였다.

The purpose of this study is to investigate the effect of the pre-service teacher's maker project learning on self -directed learning ability and creative personality. This study established an eight-week period of experimental treatment from March to April 2019, and the students who participated in the study formed a research group of 75 students in three of their advanced classes who are attending the second semester of B University of Education and taking courses in 'Teaching Research 1'. The experimental treatment of research groups was conducted by the process of producing creative outputs through training of manufacturers. The experimental group of the study group was a process of producing creative output through maker education. The theme was set up to create creative output by group, worked with the main tool, 3D pen, and utilized the recycling material. When the creative output is completed, it is announced by presenting the actual product in each group. The results of the study are as follows. First, project learning by pre-service teachers had an effect on self-directed learning ability. Second, project learning by pre-service teachers had an effect on creative personality. Third, pre-service teachers was interested in learning about the project and responded positively to the students' perception.

본 연구의 목적은 미래사회와 2015 개정 교육과정의 인재상인 ‘창의융합형 인재’를 육성하기 위 해 도입된 SW 창의교육의 효과성을 검토하는 것이다. 창의적 문제해결력과 SW 관련 진로지향도 에 대해 효과성 검토에 대한 연구가 진행되었으며, 적용된 SW 창의교육 프로그램은 경기도 S시에 서 운영되고 있는 SW 교육 시범학교 운영 프로그램이다. 연구대상 중 실험집단은 경기도 S시의 H초등학교 6학년 2개 반 43명이며, 비교집단은 경기도 S시의 S초등학교 6학년 2개 반 56명이 다. 수업은 학생들의 주도적인 실습을 위주로 진행되었으며, 창의적 문제해결력과 SW 관련 진로지 향도에 대한 사전ㆍ사후 검사 후, 이원공변량분석(2-way ANCOVA)을 실시하여 프로그램 적용에 대한 효과와 처치-성별의 상호작용 효과를 분석하였다. 본 연구에서 얻어진 결과는 다음과 같다. 첫째, SW 창의교육은 초등학교 6학년 학생의 창의적 문제해결력 향상에 긍정적인 영향을 미치고, 처치-성별의 상호작용 효과도 관찰되어 남학생의 경우 SW 창의교육의 효과가 높은 것으로 나타났 다. 둘째, SW 창의교육은 초등학교 6학년 학생의 SW 관련 진로지향도 향상에 긍정적인 영향을 미치고, 처치-성별의 상호작용효과는 존재하였으나, 유의미한 결과는 아니었다. 셋째, SW 창의교 육에 의한 창의적 문제해결력, SW 관련 진로지향도의 향상은 여학생보다 남학생에게서 뚜렷하게 나타났다. 미래사회를 이끌어 갈 인재를 키우기 위한 교육으로서 SW 창의교육은 위와 같은 효과 가 본 연구를 통해 검증되었으나, 다양한 검증 기준을 통한 후속연구가 필요하며, 의무교육으로서 의 SW 교육으로 거듭나기 위해서는 남학생에게만 특히 효과적인 교육이 아닌 남녀 모든 학생들에 게 효과적인 교육으로 설계되어 적용되어야 할 것이다.

The purpose of this study is to examine the effectiveness of the SW creative education introduced to foster 'creativityㆍconvergence talents' required in the future society and the revised curriculum of 2015. The study on effectiveness of creative problem solving ability and SW related career orientation has been carried out. The applied SW creative education program is a SW education model school operating program operated in S city. The subjects of the study were 43 students as experimental group in the 6th grade of H elementary school in S city, Gyeonggi province, and 56 students as comparative group in the 6th grade of S elementary school in S city, Gyeonggi province. The class focused on student-led practice. After the pre- and post-test on the creative problem solving ability and the SW-related career orientation, the two-way ANCOVA was conducted to examine the effect of treatment and the interaction effects of treatment-gender. The results of this study are as follows: First, SW creative education positively influences creative problem solving ability of 6th grade elementary school students and interaction effect of treatment - gender was observed. Second, SW creative education positively influenced the career orientation of SW 6th grade students in elementary school, and interaction effect of treatment - gender existed but it did not reach to meaningful level. Third, improvement of creative problem solving ability and SW related career orientation by SW education was more prominent in male students than in female students. SW education, in order to foster human resources that will lead the future society, has been tested through this study. However, it is necessary to conduct follow-up research through various verification standards. In order to become SW education as compulsory education, it should be designed for and applied to all students, not only for particular gender of students.

본 연구에서는 창의 산출물 활동이 초등 과학 영재 의 과학적 태도, 자기효능감, 창의적 문제해결력에 어 떤 영향을 미치는지 알아보고자 하였다. 이를 위하여 K도에 위치한 G초등학교 과학영재반 학생 20명을 연 구 대상으로 하였고 본 수업에 앞서 모의 창의 산출물 활동 수업을 진행하였다. 모의 수업 후 창의 산출물 활 동 본 수업을 8차시 5주 동안 진행하였으며 사전 사후 의 검사지를 분석하여 다음과 같은 결과를 얻었다. 첫 째, 창의 산출물 활동은 초등 과학영재반 학생들의 과 학적 태도 향상에 유의미한 효과가 있었다. 둘째, 창의 산출물 활동은 초등 과학영재반 학생들의 자기효능감 향상에 유의미한 효과가 있었다. 셋째, 창의 산출물 활 동은 초등 과학영재반 학생들의 창의적 문제해결력 향 상에 유의미한 효과가 있었다. 기존 수업 방법과는 달 리 학생 주도적 개방형 탐구를 실시하였기 때문에 학 생들은 이 과정에서 잦은 실패와 시행착오를 겪어야 했고 아쉬움을 토로하기도 하였지만 동료와 함께 주제 에 대해 직접 실험을 설계하면서 의견을 나누고 탐구 문제를 해결해가는 과정이 즐겁고 만족스러웠다고 진 술하였다. 앞으로 과학영재교육 대상자들을 위해 창의 산출물 활동 수업을 더 효과적으로 활용할 수 있는 프 로그램이 개발되어서 교육 현장에 널리 보급될 수 있 도록 하는 노력이 필요하리라 생각된다.

The purpose of this study was to examine the effects of creative product performance on scientific attitude, scientific self efficacy and creative problem solving ability of science-gifted elementary students. The subjects of the study were 20 students who were enrolled in science-gifted class of G elementary school. 8 period lessons of the creative product performance were given to the students after simulated creative product performance lessons. Pre and post tests were done before and after executing lessons to assess the change of students’ scientific attitude, scientific self efficacy and creative problem solving ability. The findings and results of this study can be summarized as follows: First, creative product performance had meaningful effect in improving scientific attitude of science-gifted students. Second, creative product performance had meaningful effect in improving scientific self efficacy of science-gifted students. Third, creative product performance had meaningful effect in improving creative problem solving ability of science-gifted students. From questionnaire interview, we could know that subject students had difficulties in carrying out the performance at first but after the performance they came to have favorable impression and high satisfaction level about the performance.

본 연구에서는 업사이클링 환경교육 프로그램을 개발하여 초등학생에게 적용함으로써 초등학생의 창의적 문제해결력과 환경태도에 미치는 영향을 검증하는 데 목적이 있다. 연구 대상은 G시에 소재하고 있는 초등학교 6학년 2개 학급을 대상으로 하였으며, 업사이클링 환경 교육 프로그램을 개발하여, 실험집단을 대상으로 총 10차시의 수업을 실시하였다. 검사 도구는 창의적 문제해결력과 환경태도 검사도구를 사용하였다. 자료분석에는 SPSSWIN 프로그램을 사용하였고, 실험 집단과 비교집단의 창의적 문제해결력과 환경태도의 차이를 검증하기 위해 t검증을 실시하였다. 본 연구를 통하여 얻은 주요 연구 결과는 다음과 같다. 첫째, 실험집단의 창의적 문제해결력 검사의 모든 하위영역(특정 영역 지식ㆍ사고기능ㆍ기술 이해 및 숙달) 평균이 비교집단에 비해 유의한 차이로 향상되었고, 업사이클링 환경교육 프로그램이 초등학 생의 창의적 문제해결력 향상에 유의한 긍정적 영향을 미치는 것으로 나타났다. 둘째, 실험집단의 환경태도 검사의 모든 하위영역(언어적 관여, 행동적 관여, 정서적 관여) 평균이 비교집단에 비해 유의한 차이로 향상되었고, 업사이클링 환경교육 프로그램이 초등학생의 환경태도 향 상에 유의한 긍정적 영향을 미치는 것으로 나타났다. 따라서 업사이클링 환경교육이 초등학생의 창의적 문제해결력과 환경태도에 긍정적인 영향을 미쳤 음을 알 수 있다.

The purpose of this study is to verify how upcycling environmental education program affects elementary school students’ abilities to solve creative problems and environmental attitude by developing and applying the program. The subject of this study is 2 classes of 6th grade elementary school located in G city, and upcycling environmental education program had developed and applied to experimental group for 10 classes. As a test tool, creative problem solving abilities and environmental attitude test paper were used. The SPSSWIN program was used for data analysis, and the t-test was performed to verify the difference in creative problem solving abilities and environmental attitudes between the experimental and comparative groups. The main research results obtained through this study are as follows. Fisrt, the average of all sub-areas(specific area knowledge·thinking skill·technology understanding and master, divergent thinking, critical and logical thinking) of the experimental group was improved by a significant difference compared to the comparative group, and it was found that upcycling environmental education program had a significant positive effect on the improvement of the creative problem solving abilities of elementary school students. Second, the average of all sub-areas(linguistic involvement, behavioral involvement, emotional involvement) of the experimental group was improved by a significant difference compared to the comparative group, and it was found that upcycling environmental education program had a significant positive effect on the improvement of the environmental attitude of elementary school students. Therefore, it can be seen that upcycling environmental education had a significant positive effect on the creative problem solving abilities and environmental attitude of elementary school students.

The purpose of this study is to make a Result analysis on the Free Inquiry Method of Elementary school student. Also, this study investigates how free inquiry activities effect the science creative problem solving ability and science process skills of Elementary school student. For this study 150, third year, elementary School students from Busan City were selected. The Inquiry examined the effectiveness of each of the following free inquiry methods: the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: First, the Science Notebooks Method activities proved to be much more effective than the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method in terms of developing on science creative problem solving ability. Second, the Project method activities proved to be much more effective than the Program Based Learning method, the Independent Investigation Method, the Small Group Inquiry Method, the Science Notebooks Method in terms of developing on science process skills.

2015 개정 교육과정에 의해 프로그래밍 교육이 초등학교 교과에 반영됨에 따라 프로그래밍 교육에 대한 교수 학습방법과 관련된 연구가 필요한 시점이다. 따라서 본 연구에서는 초등학생을 대상으로 짝 프로그래밍 학습방법을 적용하여 창의적 문제해결력과 효율성에 미치는 영향을 분석하였다. 본 연구의 학습방법을 적용한 결과 기존의 강의식 교수법으로 수업했을 때보다 짝 프로그래밍 학습방법으로 수업했을 때 창의적 문제해결력에서 효과가 있었고 그 하위 요소 중 비판적·논리적 사고력에서도 효과가 있는 것으로 나타났다. 또한 짝 프로그래밍 학습방법을 적용했을 때 완성된 프로그램의 효율성에서 유의미한 차이가 있으며 남녀 사이의 격차를 줄일 수 있는 것으로 나타났다.

As the Programming education is organized in Elementary Education Curriculum by the 2015 Revised Curriculum, The study of teaching and learning methods are needed. In this study, we applied the Pair Programming in programming teaching and learning methods that can be applied at Elementary school level. The result of applying creative problem solving ability of the proposed teaching strategy appeared significant difference. Also it showed that a significant difference in the effectiveness of the completed programs and The Gap between Men and Women.

The purpose of this study was to analyze the instructional approach, strategy and method in order to foster student's creative problem solving ability, to suggest instructional design. The findings of this study were as follows:1. Problem solving approach of various approaches about technology education was effective to foster creative problem solving ability.2. Instructional strategy should be carried out based on the learning by doing. 3. Problem-based learning and cooperative learning were suggested to effective instructional method. 4. Based on these analysis, this study were suggested how to design the instruction in detail examining the case study of "Making instrument for distinguishing different balls" and "Making movable toy".

노벨 엔지니어링은 독서를 통하여 문제를 찾아내고, 이를 공학적인 방법으로 해결해보는 융합수업모형이다. 이제까 지의 노벨 엔지니어링 연구는 온전히 대면으로 진행되어왔다. 그러나 COVID-19 사태 이후를 대비하여 온라인과 오프라 인 수업을 병행한 블렌디드 러닝의 연구가 매우 필요하다. 그래서 본 연구에서는 블렌디드 노벨 엔지니어링 수업이 초등학 생들의 창의적 문제해결력 향상에 미치는 영향에 대해서 연구하였다. 연구 결과, 이 수업이 자기 확신 및 독립성, 확산적 사고, 비판적 사고, 동기적 요소 요인에서 기존의 문제해결 프로젝트 수업보다 더 높은 효과가 있다는 것이 증명되었다. 이는 블렌디드 노벨 엔지니어링 수업이 2015 개정 교육과정에서 제시한 역량 중심 수업을 위해서 매우 효과적이라는 것을 의미한다. 이 연구로 인하여 코로나 이후 시대에 블렌디드 노벨 엔지니어링이 학교 현장에 확산되어 정착될 수 있기를 기대 한다.

Novel Engineering(NE) is integrated learning model to figure out problems in a book and solve them with creative engineering process. NE has been performed on offline until now. We have to research blended learning projects for COVID-19 outbreak. In this paper, we are going to explore that blended NE is effective to creative problem solving ability. The results showed that blended NE is highly effective to all of four sub-elements; self conviction & independence, diffusion thinking, critical thinking and motivational element. This means that blended novel engineering class is effective to competence-centered class proposed in 2015 revised curriculum. We hope that the research is spread and settled into our school.

본 논문에서는 창의적 융합 수업 모형인 노벨 엔지니어링 수업이 초등학교 5학년 학생들의 창의 적 문제해결력 향상에 미치는 효과에 대해서 기술한다. 이를 위해서 2019년 2학기에 초등학교 5학년 학생 90명을 대상으로 실험 집단과 통제 집단으로 나누어 수업이 진행되었다. 이 수업은 생태계와 상호작용이 라는 핵심 개념을 중심으로 총 8차시 모둠별 프로젝트 형식으로 진행되었다. 수업은 5학년 국어, 과학, 실 과 과목이 자연스럽게 융합되도록 설계하였으며, 수업 적용 후 사전 사후 창의적 문제해결 검사를 위해서 t-검정이 실시되었다. 실험 결과, 노벨 엔지니어링 수업이 창의적 문제해결력 4가지 하위 요소인 자기 확 신 및 독립성, 확산적 사고, 비판적∙논리적 사고, 동기적 요소 모두에서 매우 큰 효과가 있다는 것을 알 수 있었다. 노벨 엔지니어링은 이제까지 연구되어왔던 다양한 문제해결력 패러다임을 융합한 수업 모형이 다. 이 연구를 통해서 노벨 엔지니어링 수업이 미래를 이끌어 갈 우리 아이들의 다양한 역량을 키울 수 있는 좋은 수업 방법임이 증명되었다. 노벨 엔지니어링이 우리 아이들의 미래 교육을 선도하는 융합 교육 과정 모형으로 자리 잡기를 기대한다.

This paper describes the effects of Novel Engineering(NE) on improvement of creative problem-solving abilities. We performed two classes for control and experience group. They are all 5th grade students. Core concept of the NE lesson is ecosystem and interaction with 8 hours long. We designed a lesson able to integrate subjects like Korean, Science and Practical Arts. Then we performed pre-and-post t-test on creative problem-solving ability. The experimental results showed that NE lesson has a high effects on 4 sub-elements like self conviction and independence, diffusion thinking, critical thinking and motivational component. The research showed that NE class is a good teaching-learning method to cultivate various competencies for our children. NE is a convergence learning model integrating various problem-solving paradigms ever researched. Thus we expect that NE is a foundation for convergence curriculum model to lead our children to their future and get settled to all schools.